What is Classroom Climate?
A Mixed-Methods Analysis in Elementary Education in Vaud
DOI:
https://doi.org/10.25321/prise.2024.1525Abstract
Background: Classroom climate is vital for success and well-being at school. It represents a key element of current Vaud educational policies promoting inclusion and sustainability. However, few studies have documented what classroom climate is and how pupils feel and understand it in this context, especially using mixed methods.
Objective: This study aims to present the results of elementary school students' understanding of the classroom climate in the canton of Vaud (Switzerland).
Sample: The sample comprises two classes of elementary school levels 5-6H and 7-8H, tracked across four measurement points between January 2021 and December 2021.
Methodology: The study employs a mixed-methods approach, incorporating two distinct data collection strategies: quantitative data gathered through the School Environment Questionnaire (SEQ), administered at four time points, and qualitative data collected via focus groups with the same students at times T2 and T4. The theoretical framework for assessing classroom climate is based on five dimensions—relationships, education, safety, fairness, and belonging (Janosz et al., 1998). Quantitative data were analyzed using descriptive and correlational methods, while qualitative data were explored through a deliberative inductive logic categorization approach..
Results: The cross-analysis of quantitative and qualitative data uncovers novel associations related to the relational dimension, which emerges as highly influential in shaping students' school experiences. This dimension encompasses various sub-dimensions depending on the context: in the case of student-to-student relationships, it is linked to feelings of safety and belonging, while in the context of teacher-to-student relationships, it is connected to perceptions of fairness and the educational framework, particularly regarding rules.
Conclusions: These results highlight the importance of the issue of relationships in understanding classroom climate. They notably emphasize which teaching practices are relevant to students, particularly those relating to justice and to fostering relationships between peers. They highlight the need to strengthen the role of these objects in teaching-learning activities at school.
Keywords: Classroom climate, relationships, justice, mixed method, inclusion, sustainability.
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